French As a Second Language Core, Extended, and Immersion French

Transcription

1 Ministry of Education and Training The Ontario Curriculum Grades 9 and 10 French As a Second Language Core, Extended, and Immersion French 1999

2 Contents Introduction The FSL Curriculum The FSL Programs Core French Extended French French Immersion Programs in French As a Second Language Overview of the Program Curriculum Expectations Strands Courses Core French, Grade 9, Academic (FSF1D) Core French, Grade 9, Applied (FSF1P) Core French, Grade 10, Academic (FSF2D) Core French, Grade 10, Applied (FSF2P) Extended French, Grade 9, Academic (FEF1D) Extended French, Grade 10, Academic (FEF2D) French Immersion, Grade 9, Academic (FIF1D) French Immersion, Grade 10, Academic (FIF2D) Some Considerations for Program Planning in French As a Second Language The Achievement Chart for French As a Second Language Explanatory Notes This publication is available on the Ministry of Education and Training s World Wide Web site at

3 2 Introduction The Ontario Curriculum, Grades 9 and 10: French As a Second Language Core, Extended, and Immersion French, 1999 will be implemented in Ontario secondary schools starting in September 1999 for students in Grade 9 and in September 2000 for students in Grade 10. This document replaces the sections in The Common Curriculum: Policies and Outcomes, Grades 1 9, 1995 that relate to French as a second language in Grade 9, and the parts of French Core Programs: Curriculum Guideline for the Primary, Junior, Intermediate and Senior Divisions, 1980 that relate to Grade 10. This document is designed for use in conjunction with its companion piece, The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999, which contains information relevant to all disciplines represented in the curriculum. The planning and assessment document is available both in print and on the ministry s website, at The FSL Curriculum The study of French is an important part of the secondary school curriculum. French is not only one of Canada s two official languages, but is also widely used around the world. Knowledge of a second language is valuable for a number of reasons. Through learning a second language, students can strengthen their first-language skills and enhance their critical and creative thinking abilities; they also tend to become more tolerant and respectful of other cultures. In addition, the ability to communicate in another language provides students with a distinct advantage in a number of careers, both in Canada and internationally. The aim of the new French as a second language (FSL) curriculum is to prepare students to perform effectively in the challenging world they will face by providing them with the skills they will need to communicate in a second language. To make the curriculum relevant to students lives, knowledge and skills are taught in contexts that reflect their interests and experiences. Students will be able to choose from courses that lead to study at the postsecondary level or to the workplace, depending on their individual interests, strengths, and aspirations. The FSL Programs The FSL curriculum comprises three programs: Core French, Extended French, and French Immersion. These programs reflect students differing needs in studying French and are designed to provide students with different levels of intensity in developing their Frenchlanguage knowledge and skills. Core French. The aim of the Core French program is to provide students with fundamental communication skills in French and an understanding of the nature of the language and its culture. Core French offers students the chance to develop a usable command of the French language that can be expanded through further study or through contact with French-speaking

4 INTRODUCTION 3 people. By the end of the four-year program, students will be able to participate in a straightforward conversation in French; will be able to read with the help of a dictionary books, magazines, and newspapers in French; and will be able to understand the general meaning of radio and television news and other programs. Extended French. The aim of the Extended French program is to develop students Frenchlanguage knowledge and skills and to provide them with an understanding and appreciation of francophone culture in Canada and around the world. By the end of the four-year program, students will be able to converse freely on familiar topics; will be able to read with the occasional help of a dictionary books, magazines, and newspapers in French; and will be able to function in a French-speaking community. Schools may grant a certificate in Extended French if the student has successfully completed the sequence of four courses in Extended French and a minimum of three courses in other subjects taught in French. French Immersion. The aim of the French Immersion program is to develop and refine students ability to communicate in French as well as to expand their knowledge of the language through the study of francophone literature. By the end of the four-year program, students will participate easily in conversations and discussions; will be able to take courses at the college or university level in which French is the language of instruction; and will be able to accept employment in which French is the working language. Schools may grant a certificate in French Immersion if the student has successfully completed the sequence of four courses in French Immersion and a minimum of six courses in other subjects taught in French. The purpose of this document is to set the minimum expectations for each of the Core French, Extended French, and French Immersion programs. These expectations build on the principles underlying the Ontario elementary school FSL programs. As students move through the grades in the secondary curriculum, the expectations for each program increase in scope, complexity, and sophistication. Students are required to use the French language with greater fluency, proficiency, and accuracy in an increased range of situations, and they apply their language skills in more challenging and complex ways.

5 4 Programs in French As a Second Language Overview of the Programs The Core French, Extended French, and French Immersion programs differ in intensity but share a common purpose: to develop students oral communication (listening and speaking), reading, and writing skills in the French language. All programs emphasize the development of these skills, using a thematic approach and incorporating the use of a variety of media resources. French must be the language of communication in class, so students can practise speaking in French and consistently hear French spoken. Learning activities must contain a balance of oral communication, reading, and writing skills appropriate to the type of course. In addition, these skills should be taught in contexts that reflect students interests and concerns so that they can apply their knowledge of French in situations that are meaningful to them. In each course, students are taught a range of specific language structures, which they use in a variety of contexts. The review and re-use of both previously known and newly acquired structures and vocabulary are essential and natural in language study. The more students use French, and the more varied the contexts in which they use it, the more they will develop competence in the language. As students study French, they gain an appreciation of French literature and an understanding of French societies in the world. Since language and culture are inseparable, the cultural study of French-language regions will be integrated into daily instruction rather than presented in an isolated fashion or on an occasional basis. The FSL programs will benefit all students regardless of whether or not they plan postsecondary studies in French. There are, however, significant differences in focus and in the language competence expected of students in each course. The longer exposure to French instruction provided by the Extended and Immersion programs allows students to acquire a greater knowledge of the language and greater effectiveness in its use. Generally, the choice of which program a student selects is determined by the total number of hours of French instruction accumulated by the end of Grade 8 (600 for Core French, a minimum of 1260 for Extended French, and a minimum of 3800 for French Immersion). The principal has the right to permit individual students to enrol in a course for which they may not have the entrance requirements if they have achieved the language competence through other means. In any given grade, students may count credits earned in only one type of program Core, Extended, or Immersion French towards their secondary school diploma. Two types of courses are offered in the Core French program in Grades 9 and 10: academic and applied. (See The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999 for a description of the different types of secondary school courses.) Only academic courses are offered in the Extended French and French Immersion programs. Courses offered in French as a second language must be delivered as full courses, not as half-credit courses.

6 PROGRAMS IN FRENCH AS A SECOND LANGUAGE 5 Courses in French As a Second Language, Grades 9 and 10 Course Course Credit Grade Course Name Type Code Value Prerequisites 9 Core French Academic FSF1D 1 Minimum of 600 hours of French instruction, or equivalent 9 Core French Applied FSF1P 1 Minimum of 600 hours of French instruction, or equivalent 10 Core French Academic FSF2D 1 Grade 9 Core, Academic or Applied 10 Core French Applied FSF2P 1 Grade 9 Core, Academic or Applied 9 Extended French Academic FEF1D 1 Minimum of 1260 hours of instruction in French, or equivalent 10 Extended French Academic FEF2D 1 Grade 9 Extended French or French Immersion 9 French Immersion Academic FIF1D 1 Minimum of 3800 hours of instruction in French, or equivalent 10 French Immersion Academic FIF2D 1 Grade 9 French Immersion Note: Any FSL course will meet the secondary school diploma requirements for a compulsory credit in French as a second language. The compulsory credit would normally be earned in Grade 9. Curriculum Expectations The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated. Two sets of expectations are listed for each strand, or broad curriculum area, of each course. The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course. The specific expectations describe the expected knowledge and skills in greater detail. The specific expectations are organized under subheadings. This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The subheadings are used merely to help teachers focus on particular aspects of knowledge and skills as they plan learning activities for their students. Many of the expectations are accompanied by examples, given in parentheses. These examples are meant to illustrate the kind of skill, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails. They are intended as a guide for teachers rather than as an exhaustive or mandatory list.

7 6 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Strands The curriculum expectations for all FSL programs are organized into three strands that correspond to the main areas of language use: oral communication, reading, and writing. The language structures that students are expected to learn through work done in the three strands are outlined for Grade 9 Core French on page 15, for Grade 10 Core French on page 24, for Grades 9 and 10 Extended French on page 33, and for Grades 9 and 10 Immersion French on page 42. Oral Communication. The development of strong oral communication skills provides the foundation for students to read and write effectively. Students should have numerous opportunities both to listen to and speak French for practical purposes in everyday situations. They should have an adequate listening period before they are expected to communicate in French. Reading. Reading is a complex process that provides a bridge between speech and writing. Reading skills and knowledge should be developed after language has been introduced orally, in a meaningful context that encourages students to think about what they are reading. Oral prereading activities build vocabulary, set a context, and relate texts to the students experience or prior knowledge of the topic. A well-balanced reading program will provide students with opportunities to consolidate language learned orally, build vocabulary, and develop comprehension skills. Students should read a wide range of materials for information and enjoyment. These materials should be appropriate to their age, interests, and level of proficiency in French. Writing. From their experience with oral communication and reading, students acquire the skills they need to become good writers who are able to communicate ideas and opinions with ease and clarity. As students read a variety of written texts, they increase their vocabulary and learn to vary their sentence structure, their organizational approach, and the voice they use in their writing. Students writing activities, in turn, support and reinforce their oral language skills.writing activities that are seen by students as meaningful and that challenge them to think critically and creatively will help them achieve a fuller and more lasting mastery of the language. Note: Unless otherwise indicated, the expectations refer to texts and media works that are developed or adapted for FSL learners.

8 7 Core French, Grade 9, Academic (FSF1D) This course emphasizes the further development of oral communication, reading, and writing skills. Students will build on and apply their knowledge of French while exploring a variety of themes, such as relationships, social trends, and careers. Thematic readings, which include a selection of short stories, articles, and poems, will serve as stepping stones to oral and written activities.

9 8 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Oral Communication Overall Expectations listen and respond to short, structured spoken texts; listen and respond to a variety of short, simple, non-structured media works; express ideas and opinions in short conversations and teacher-guided discussions; make oral presentations on a variety of topics; use appropriate language conventions during oral communication activities. Specific Expectations Listening respond to spoken texts and media works by recounting key information and explaining some supporting details; listen to the ideas and opinions of others, agree or disagree, and justify their points of view; respond to classmates presentations by asking questions for clarification and by providing feedback. Speaking use complete sentences in sustained conversations; interpret meaning through dramatization (e.g., demonstrate the mood and feeling of a poem; portray the attitudes of the main characters in a story; present a humorous situation from a reading passage); speak in French when working in collaborative and exploratory activities; present short dialogues (e.g., based on wordless comic strips, illustrations, photographs); prepare and give oral presentations on topics under study, incorporating appropriate audio and visual aids. Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 9, p. 15); use newly acquired vocabulary in conversation; recognize particular vocabulary items used in Canada that are different from those used in other French-speaking regions (e.g., le dîner/le déjeuner, l école secondaire/ le lycée); use appropriate verbs to express thoughts and feelings (e.g., croire, penser, espérer); infer the meaning of unfamiliar words from verbal and non-verbal/visual cues (e.g., volume and tone of voice, facial expressions and gestures).

10 CORE FRENCH, GRADE 9, ACADEMIC (FSF1D) 9 Reading Overall Expectations read and demonstrate an understanding of a variety of simple texts; read a range of simple texts to gather information and to expand their knowledge of the French language; identify and understand language conventions used in their reading materials. Specific Expectations Comprehension and Response to Text demonstrate an understanding of materials containing a brief text (e.g., brochures, posters, advertisements) through oral and written presentations; respond to their independent reading of fiction and non-fiction narratives (a minimum of 40 pages) (e.g., by answering questions, summarizing the story, making a presentation to the class); analyse at least one chapter book and a selection of short stories, articles, and poems, identifying key elements (setting, plot, main characters); describe an incident in a book they have read by creating a media work (e.g., a book jacket, a movie poster, an advertisement, a newspaper article); prepare dialogues and create written text, using models from reading selections. Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 9, p. 15); use reading strategies (e.g., knowledge of cognates, word families, root words) to determine the meaning of unfamiliar vocabulary and expressions; demonstrate an understanding of words or phrases by providing synonyms, antonyms, or brief definitions; observe the rules of pronunciation (e.g., liaisons, silent letters, correct accents) as they read aloud; read aloud, with expression, changing intonation to reflect declarative, interrogative, and exclamatory sentences (e.g., Il fait très froid aujourd hui. Comment vas-tu? Quelle réponse! ); demonstrate basic dictionary skills (e.g., recognize and understand short forms for parts of speech, pronunciation cues, abbreviations); use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

11 10 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Writing Overall Expectations express ideas and opinions in short written texts; create short written texts in structured and open-ended situations; identify and use appropriate language conventions in their written work. Specific Expectations Communication of Information and Ideas write a descriptive paragraph, including an introductory sentence, development of main ideas, and a concluding sentence; exchange information by writing a letter, a postcard, or an message that includes an appropriate salutation and closing; record personal thoughts and observations in diaries, journals, and logs; write point-form notes to record key information from articles, poems, and reading passages. Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 9, p. 15); write a short dictated message, using correct spelling and punctuation; revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style; incorporate newly acquired vocabulary into their written work.

12 11 Core French, Grade 9, Applied (FSF1P) This course emphasizes the concurrent development of oral communication, reading, and writing skills, using a broad-based theme such as the media. Students will enhance their ability to understand and speak French through conversations, discussions, and presentations. They will also read short stories, articles, poems, and songs, and write brief descriptions, letters, dialogues, and invitations.

13 12 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Oral Communication Overall Expectations listen and respond to short, structured spoken texts; listen and respond to a variety of short, simple, non-structured media works; express ideas and opinions in short conversations and teacher-guided discussions; make oral presentations on a variety of topics; use appropriate language conventions during oral communication activities. Specific Expectations Listening understand and follow specific instructions; respond to spoken texts and media works by asking and answering questions and identifying the main ideas; listen to spoken texts and media works in order to practise correct pronunciation, intonation, and expression. Speaking use complete sentences to produce short oral presentations (e.g., descriptions, reports, announcements); present prepared conversations in dialogues or dramatizations (e.g., simulating an interview, a television commercial); speak in French when working in collaborative and exploratory activities; share information and ideas to produce an oral presentation with classmates; prepare and give group oral presentations on topics under study, incorporating audio and visual aids. Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 9, p. 15); use newly acquired vocabulary in conversation; recognize particular vocabulary items used in Canada that are different from those used in other French-speaking regions (e.g., le dîner/le déjeuner, l école secondaire/ le lycée); infer the meaning of unfamiliar words from verbal and non-verbal/visual cues (e.g., volume and tone of voice, facial expressions and gestures).

14 CORE FRENCH, GRADE 9, APPLIED (FSF1P) 13 Reading Overall Expectations read and demonstrate an understanding of a variety of simple texts; read a range of simple texts to gather information and to expand their knowledge of the French language; identify and understand language conventions used in their reading materials. Specific Expectations Comprehension and Response to Text demonstrate an understanding of articles, short stories, and poems or lyrics (e.g., by asking and answering questions, presenting dramatizations); read materials containing a brief text (e.g., brochures, advertisements) and develop the main ideas and some supporting details in a different context (e.g., radio announcements, class posters); model ideas and formats from their reading to produce written work and oral presentations (e.g., a poster advertising an event, an interview with a historical figure). Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 9, p. 15); use reading strategies (e.g., contextual clues, visual cues) to determine the meaning of unfamiliar vocabulary and expressions; identify synonyms and antonyms of given words in written texts; observe the rules of pronunciation (e.g., liaisons, silent letters, correct accents) as they read aloud; read aloud, with expression, changing intonation to reflect declarative, interrogative, and exclamatory sentences (e.g., Il fait très froid aujourd hui. Comment vas-tu? Quelle réponse! ); demonstrate basic dictionary skills (e.g., recognize and understand short forms for parts of speech, pronunciation cues, abbreviations); use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

15 14 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Writing Overall Expectations express ideas and opinions in short written texts; create short, simple written texts in structured and open-ended situations; identify and use appropriate language conventions in their written work. Specific Expectations Communication of Information and Ideas write a short descriptive paragraph, including an introductory sentence, development of main ideas, and a concluding sentence; write a letter that includes a salutation and an ending; create an invitation or a poster for an event, giving date, place, time, and other relevant details; write short texts (e.g., want ads, for sale signs), choosing vocabulary to suit the purpose; write short dialogues about a specific topic or activity; prepare and conduct a survey to gather information, and summarize the data in short sentences. Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 9, p. 15); write a short dictated message, using correct spelling and punctuation; revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style; incorporate newly acquired vocabulary into their written work.

16 LANGUAGE STRUCTURES: CORE FRENCH, GRADE 9, ACADEMIC AND APPLIED 15 Language Structures Core French, Grade 9 Students should recognize and use these language structures in all three strands. Grade 9 Academic and Applied Nouns and Pronouns substitute personal pronouns to replace nouns (e.g., Philippe marche. Il marche vite.) direct and indirect object pronouns (le, la, les, lui, leur, y, en) disjunctive pronouns (moi, toi, lui, elle, nous, vous, eux, elles) relative pronouns (qui, que) position of a single object pronoun with simple or compound verbs in affirmative sentences (e.g., Je le vois. Je vais lui parler. Elle leur a téléphoné.) Verbs Adjectives Adverbs Conjunctions Interrogative Constructions Negation passé composé of irregular verbs passé composé of verbs conjugated with être (e.g., rester, arriver), including the agreement of the past participle (e.g., Elle est restée tard à l école.) present tense of reflexive verbs related to daily routines (e.g., se lever, s habiller) futur simple of -er, -ir, and -re verbs and irregular verbs verbs followed by the prepositions à and de (e.g., essayer de, avoir besoin de, assister à, répondre à) singular and plural, feminine and masculine, of irregular adjectives (e.g., frais, gentil, gros, créatif, cher, sérieux) comparative and superlative forms of bon comparative and superlative forms of bien et, mais, ou, donc question words (e.g., qui, quand, où, comment, pourquoi, de qui, à qui) used with est-ce que (e.g., Quand est-ce que tu viens chez moi?) and with subject-verb inversion (e.g., Quand viens-tu chez moi?) use of ne... pas with compound verbs (e.g., Je n ai pas vu le film.) use of ne... pas with simple sentences that include an object pronoun (e.g., Vous ne la regardez pas.)

17 16 Core French, Grade 10, Academic (FSF2D) This course enables students to increase their knowledge of the French language, further develop their language skills, and deepen their understanding and appreciation of francophone culture around the world. Exploring a variety of themes, students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts, and in their own writing.

18 CORE FRENCH, GRADE 10, ACADEMIC (FSF2D) 17 Oral Communication Overall Expectations listen and respond to a variety of spoken texts; listen and respond to a variety of non-structured media works; express ideas and opinions in conversations and teacher-guided discussions; make oral presentations on a variety of topics; use appropriate language conventions during oral communication activities. Specific Expectations Listening respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations; extract the main ideas and supporting details from a variety of media works (e.g., television and radio programs, videos, songs) and discuss their interpretations; take notes on presentations, oral reports, and discussions. Speaking participate in teacher-guided discussions and debates, and in dramatizations; explain personal opinions, and formulate and support judgements, on topics under study; prepare and present short dialogues on topics under study; present an argument based on researched information; create media works of some technical complexity (e.g., a television or radio report, a video); describe possible or ideal situations (e.g., J aimerais...). Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); use newly acquired vocabulary in conversation; use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message; interpret the meaning of unfamiliar words using contextual clues.

19 18 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Reading Overall Expectations read and demonstrate an understanding of a variety of texts and simple authentic materials; apply critical thinking as they read (e.g., infer meaning from the text, analyse information, determine cause and effect, and go beyond the surface meaning); identify and understand language conventions used in their reading materials. Specific Expectations Comprehension and Response to Text demonstrate a general understanding of ideas found in articles, short stories, and poems (e.g., by answering multiplechoice questions, giving short answers, performing matching activities); respond to their independent reading of short novels (a minimum of 60 pages) (e.g., by answering questions, summarizing the story, making a presentation to the class); summarize the main ideas of a written text from the point of view of one of the characters; expand on information or ideas they get from their reading (e.g., by predicting outcomes, applying content in new contexts); demonstrate critical thinking skills by identifying issues and values in reading selections, locating and analysing root causes, and expressing their views either in writing or in conversation; use specific research skills (e.g., data gathering, note taking, outlining) in preparing an assignment. Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); identify stylistic devices (e.g., similes, metaphors); determine the meaning of unfamiliar words and idiomatic expressions from context; use graphic organizers (e.g.,venn diagrams, story maps) to show the meaning of texts; understand the importance of tense differences in written texts (e.g., in indirect discourse, in flashback situations); use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

20 CORE FRENCH, GRADE 10, ACADEMIC (FSF2D) 19 Writing Overall Expectations express ideas and opinions in short written texts; create short written texts in structured and open-ended situations; identify and use appropriate language conventions in their written work. Specific Expectations Communication of Ideas and Information write in a variety of forms (e.g., a descriptive paragraph, a personal letter, a poem, an message, a newspaper article, a dialogue); state opinions about a topic supported by facts; organize information into paragraphs for written assignments; prepare personal notes on information found in a variety of sources (e.g., on the Internet, in video programs, on audio CDs). Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style; incorporate newly acquired vocabulary into their written work.

21 20 Core French, Grade 10, Applied (FSF2P) This course emphasizes the further development of oral communication, reading, and writing skills using a broad-based theme such as adolescence. Students will expand their knowledge of French by studying a series of theme-related topics, such as students rights and responsibilities, relationships with peers and adults, and part-time jobs.

22 CORE FRENCH, GRADE 10, APPLIED (FSF2P) 21 Oral Communication Overall Expectations listen and respond to a variety of spoken texts; listen and respond to a variety of non-structured media works; express ideas and opinions in conversations and teacher-guided discussions; make oral presentations on a variety of topics; use appropriate language conventions during oral communication activities. Specific Expectations Listening understand and follow instructions for classroom activities; respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations; extract the main ideas and supporting details from a variety of media works (e.g., television and radio programs, videos, songs); take brief notes on presentations, oral reports, and discussions. Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); use newly acquired vocabulary in conversation; use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message; interpret the meaning of unfamiliar words (e.g., by recognizing cognates, word families). Speaking use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study; share opinions and formulate judgements about topics under study; present an argument, a point of view, or researched information relating to a topic under study; prepare and present short dialogues on topics under study; give individual or group oral presentations on topics under study, incorporating audio and visual aids.

23 22 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Reading Overall Expectations read and demonstrate an understanding of a variety of texts; read a wide range of texts to gather information and to expand their knowledge of the French language; identify and understand language conventions used in their reading materials. Specific Expectations Comprehension and Response to Text acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisements, publicity ads, CD-ROMs, computer software); read a selection of short stories, articles, and poems, and develop the main ideas and some supporting details in a different context; read a wide range of texts (e.g., public surveys, articles, , pen-pal communications) and respond through discussion or by giving short answers; skim a text to list key ideas; use specific research skills (e.g., identifying sources, data gathering, note taking) in preparing an assignment; organize their research data on a topic and report on their findings in an oral presentation that includes an introduction and a conclusion. Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); identify and model language conventions used in job advertising, personal letter writing, and press releases; use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

24 CORE FRENCH, GRADE 10, APPLIED (FSF2P) 23 Writing Overall Expectations express ideas and opinions in short written texts; create short written texts in structured and open-ended situations; identify and use appropriate language conventions in their written work. Specific Expectations Communication of Ideas and Information write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report); write a brief description (e.g., a personal profile) using the appropriate past tenses; write a formal letter (e.g., requesting a job interview, expressing a point of view to the editor of a newspaper); write a brief report based on researched information; prepare and conduct a survey, and summarize and interpret the data in short paragraphs. Application of Language Conventions recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style; apply the conventions of formal letter writing (e.g., the omission of cher in the salutation, the use of appropriate closing expressions); incorporate newly acquired vocabulary into their written work.

25 24 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Language Structures Core French, Grade 10 Students should recognize and use these language structures in all three strands. Nouns and Pronouns Verbs Prepositions and Conjunctions Sentence Structure Grade 10 Academic personal object pronouns (me, te, nous, vous) (e.g., On m a donné un cadeau.) relative pronouns (ce qui, ce que, dont) position of object pronouns with imperatives (e.g., Faites-le! Ne le faites pas.) object pronoun en to replace expressions of quantity (e.g., Je voudrais un peu de salade. J en voudrais un peu.) position of two object pronouns with simple and compound verbs in affirmative and negative sentences (e.g., Nous le lui avons donné. Tu ne lui en as pas vendu.) imparfait and conditionnel présent of -er, -ir, and -re verbs and irregular verbs use of the imparfait and the passé composé to describe events in the past (e.g., Il faisait beau hier quand mon amie est venue me rendre visite.) passé composé of reflexive and pronominal verbs (e.g., Je me suis habillé. Nous nous sommes rencontrés au centre commercial.) use of the conditionnel présent to discuss possibility (e.g., Est-ce que tu pourrais laver l auto, Marc?) and to show politeness (e.g., Je voudrais un café, s.v.p.) affirmative and negative infinitives following impersonal expressions (e.g., Il est important de se protéger contre les rayons du soleil. Il est préférable de ne pas conduire trop vite.) agreement with the preceding direct object of the past participle of verbs conjugated with avoir (e.g., Il a vu l annonce. Il l a vue.) sequence of tenses with si using the imparfait and the conditionnel présent (e.g., Si j étais malade, j irais chez le médecin.) use of the subjonctif présent of high-frequency verbs (e.g., avoir, être, aller, faire, savoir) with the impersonal expression il faut (e.g., Il faut que je fasse mes devoirs ce soir.) conjunctions (e.g., si, quand, lorsque, dès que, cependant, car, donc) prepositions with geographical names (e.g., en France, au Canada, à Winnipeg) linking words (e.g., c est-à-dire, après tout, en effet) Grade 10 Applied personal object pronouns (me, te, nous, vous) (e.g., On m a donné un cadeau.) relative pronouns (ce qui, ce que, dont) position of object pronouns with imperatives (e.g., Faites-le! Ne le faites pas.) object pronoun en to replace expressions of quantity (e.g., Je voudrais un peu de salade. J en voudrais un peu.) position of two object pronouns with simple and compound verbs in affirmative and negative sentences (e.g., Nous le lui avons donné. Tu ne lui en as pas vendu.) imparfait and conditionnel présent of -er, -ir, and -re verbs and irregular verbs use of the imparfait and the passé composé to describe events in the past (e.g., Il faisait beau hier quand mon amie est venue me rendre visite.) use of the conditionnel présent to discuss possibility (e.g., Est-ce que tu pourrais laver l auto, Marc? ) and to show politeness (e.g., Je voudrais un café, s.v.p.) affirmative and negative infinitives following impersonal expressions (e.g., Il est important de se protéger contre les rayons du soleil. Il est préférable de ne pas conduire trop vite.) conjunctions (e.g., quand, lorsque, dès que, cependant, car, donc) prepositions with geographical names (e.g., en France, au Canada, à Winnipeg) linking words (e.g., c est-à-dire, après tout, en effet)

26 25 Extended French, Grade 9, Academic (FEF1D) This course emphasizes the expansion of students oral communication, reading, and writing skills through the study of themes that reflect their interests. Students will apply their knowledge of French in discussions, debates, dramatizations, and oral presentations. Students will read and write in a variety of genres (e.g., poems, articles, brochures) and study at least one short novel intended for a French-speaking audience.

27 26 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Oral Communication Overall Expectations listen and respond to spoken texts intended for a French-speaking audience; express ideas and opinions arising from class discussions, individual research, and personal interests; use appropriate language conventions during oral communication activities. Specific Expectations Listening understand and follow instructions (e.g., how to play a game, how to collaborate on an activity); extract the main ideas and secondary information from live or recorded speech (e.g., in videos, television programs, films, presentations by guest speakers); demonstrate an understanding of spoken text by summarizing, role-playing, or expressing opinions. Application of Language Conventions recognize and use appropriate language structures (see language structures for Extended French, Grade 9, p. 33); use newly acquired vocabulary in conversations, narrations, and presentations. Speaking conduct an interview on a particular topic of interest; debate an issue (e.g., Do students have too much freedom?) relating to a topic under study; present an impromptu speech on a specific topic suggested by the teacher; create skits or dramatic scenes in pairs or small groups and present them to the class; prepare and present an oral narrative using visual cues (e.g., a sequence-of-events chart, a cartoon).

28 EXTENDED FRENCH, GRADE 9, ACADEMIC (FEF1D) 27 Reading Overall Expectations read and demonstrate an understanding of a variety of materials intended for a Frenchspeaking audience; extract information from authentic texts and apply it in relevant, everyday situations; read literary works and other authentic texts to acquire an understanding of the cultures of French-speaking people in Canada; identify and understand language conventions used in their reading materials. Specific Expectations Comprehension and Response to Text extract detailed information from a range of authentic materials (e.g., brochures, schedules, menus, and advertisements) to plan a specific activity (e.g., a journey, a meal); summarize the main ideas and supporting details found in short stories, articles, and short novels intended for a Frenchspeaking audience; identify the writer s intent or point of view in songs and poetry; identify the main character, setting, plot, and climax of a story and write a paragraph describing those elements; present a hypothesis relating to a topic under discussion and justify their conclusions. Application of Language Conventions recognize and use appropriate language structures (see language structures for Extended French, Grade 9, p. 33); identify stylistic differences in various literary genres (e.g., the author s use of formal and informal language); use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

29 28 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Writing Overall Expectations create short texts based on class discussions, individual research, or topics of personal interest; communicate ideas and opinions, using a variety of written forms, in structured and openended situations; identify and use appropriate language conventions in their written work. Specific Expectations Communication of Information and Ideas write in a variety of genres (e.g., poems, letters, newspaper articles, journal entries, postcards, advertisements); create visuals and text (e.g., posters, brochures, collages, photo stories, comic strips) based on topics under study; write their own ending to a story read in class; write paragraphs, using clear introductory sentences, supporting arguments, and a conclusion; write a short critique of a book, a video, or a film; write informal letters or messages to French-speaking pen- or key-pals. Application of Language Conventions recognize and use appropriate language structures (see language structures for Extended French, Grade 9, p. 33); revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style; incorporate newly acquired vocabulary into their written work.

30 29 Extended French, Grade 10, Academic (FEF2D) This course emphasizes the continued development and refinement of students oral communication, reading, and writing skills as they explore a variety of themes. Students will expand their knowledge and appreciation of francophone culture through the study and interpretation of novels, poems, and plays intended for a French-speaking audience.

31 30 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Oral Communication Overall Expectations listen and respond to a broad range of spoken texts intended for a French-speaking audience; express ideas and opinions arising from class discussions, individual research, and personal interests; understand extended dialogues or other spoken texts (e.g., news reports) from various French-speaking regions; use appropriate language conventions during oral communication activities. Specific Expectations Listening understand and follow instructions (e.g., how to play a game, how to get to a destination); demonstrate an understanding of taperecorded discussions by presenting their personal viewpoints on issues or questions raised; comment on and ask questions about a classmate s oral presentation. Application of Language Conventions recognize and use appropriate language structures (see language structures for Extended French, Grade 10, p. 33); use newly acquired vocabulary in conversations, narrations, and presentations. Speaking role-play interviews of people associated with a topic under study or of a character in a film, video, or book; create and present a scene based on a film or video (e.g., a prelude or postlude to a film; a remake of a scene from a film, presenting that scene from a different point of view); dramatize a scene from a reading assignment; participate in a formal debate relating to a topic under study; state and justify opinions, express likes and dislikes, and compare and contrast different attitudes.

32 EXTENDED FRENCH, GRADE 10, ACADEMIC (FEF2D) 31 Reading Overall Expectations read and demonstrate an understanding of a variety of materials intended for a Frenchspeaking audience; read a variety of authentic texts and apply their interpretations to relevant, everyday situations; read literary works and other authentic texts to acquire an understanding of the cultures of French-speaking people in Canada and the world; identify and understand language conventions used in their reading materials. Specific Expectations Comprehension and Response to Text interpret charts, graphs, and other statistical information relating to a topic under study; use critical thinking skills to respond to classmates reports (e.g., question their intentions, challenge their findings); analyse and comment on the actions and motivations of the characters in a work of fiction; make predictions about the course of events in a story based on previous events; describe the incidents in a work of fiction from the point of view of a secondary character; create an alternative ending to a work of fiction; describe how aspects of a work of fiction (e.g., the depiction of school or community life) illustrate francophone culture in Canada or in another part of the world. Application of Language Conventions recognize and use appropriate language structures (see language structures for Extended French, Grade 10, p. 33); identify stylistic devices (e.g., similes, metaphors, personification) in various genres; recognize language conventions that identify regionalisms, formal and informal language, popular language (e.g., anglicisms), and the language of the media (e.g., in advertising); use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

33 32 THE ONTARIO CURRICULUM, GRADES 9 AND 10: FRENCH AS A SECOND LANGUAGE Writing Overall Expectations create texts based on class discussions, individual research, or topics of personal interest; communicate ideas and opinions, using a variety of written forms; identify and use appropriate language conventions in their written work. Specific Expectations Communication of Information and Ideas write multi-paragraph texts, with a clearly expressed introduction, support for arguments or ideas, and a conclusion; conduct research and organize their findings in a report that includes an introduction and a conclusion; write a formal letter to a potential employer (e.g., applying for a job) or to a counsellor (e.g., asking for assistance with a problem); prepare a series of questions for an opinion poll concerning a topic under study; write a newspaper article presenting information objectively. Application of Language Conventions recognize and use appropriate language structures (see language structures for Extended French, Grade 10, p. 33); revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style; apply the conventions of formal letter writing (e.g., the omission of cher in the salutation, the use of appropriate closing expressions); incorporate newly acquired vocabulary into their written work.